The document summarizes a study on Ugandan primary school children's perceptions of peace and conflict. Researchers conducted focus groups with 18 children from two schools to understand how they conceptualize peace, what promotes peace, and what hinders it. The findings showed that children see peace as the absence of things like fighting and selfishness. It allows for having basic needs met and feelings of happiness, love and respect in relationships. Children also identified actions, mediation strategies and consequences related to both peace and conflict. Their understanding of peace seemed to be based on social constructs and described largely in negative terms of what disturbs peace.

1. CHILDREN’S PERCEPTIONS OF PEACE
AND CONFLICT
NAKASIITA KIRABO NKAMBWE
ATUHAIRWE RICHARD
DEPARTMENT OF PSYCHOLOGY
3/1/2016
1
Children'sconceptionsofpeaceandconflict

2. BACKGROUND
In the 1980s and 1990s Uganda as a country
suffered internal strifes and economic challenges
that have adversary affected our children.
United Nations has declared this the Decade for
Education for a Culture of Peace and Non Violence
of the World.
It is appropriate that we inculcate in children
such attitudes and behaviors.
3/1/2016
2
Children'sconceptionsofpeaceandconflict

3. BACKGROUND CONT’N
Department of Psychology, Kyambogo
University with colleagues from Indiana
University undertook a study to establish
what children understand as “peace” in
homes, community, and at school.
The findings will contribute to the knowledge
base on peace education and aid in
developing students’ written materials
This paper presents the findings of the
children’s perceptions of peace.
3/1/2016
3
Children'sconceptionsofpeaceandconflict

4. METHODOLOGY
 Qualitative approach and exploratory design were
adopted and researchers engaged in a critical
theoretical orientation to conduct focus groups at
two primary schools.
 Research questions
 How do Ugandan primary school children think
about peace?
 What stories do they tell to relate their ideas of
peace?
 What role do they see for them selves in peace
building?
 What do they see as detractors of peace?
3/1/2016
4
Children'sconceptionsofpeaceandconflict

5. METHODOLOGY CONT’N
 Three research teams each conducted focus
groups at different levels (lower, middle, and
upper primary).
 Equal numbers of boys and girls were included for
a total of 18 pupils.
 Interviews lasted for 35 minutes, were audio
recorded and later transcribed.
3/1/2016
5
Children'sconceptionsofpeaceandconflict

6. INTERVIEW QUESTIONS
1. What would a peaceful home, school, community
look like?
2. What would disturb a peaceful home, school and
community?
3. How would your teachers describe a peaceful home,
school and community?
4. Do you know of a situation where friends fought or
quarreled, what happed?
5. What stories have your parents told you about the
consequences of fighting and quarrelling?
6. Have you ever quarreled with any of your friends,
and if so, what did you do to become friends again?
7. What have your teachers, parents done to create a
peaceful home school?
8. What other people in your society do your think are
useful in promoting peace?
3/1/2016
6
Children'sconceptionsofpeaceandconflict

7. CONT’N
 Data was analysed using QDA miner lite software.
 Analysis was engaged through a process of
dialouging about the meaning of children’s talk
according to Ugandan culture and codes were
obtained.
 Validity was ensured by carrying out a pilot study
and it was also strenthened by having Ugandan
researchers conducting the study.
3/1/2016
7
Children'sconceptionsofpeaceandconflict

8. FINDINGS
Mirembe P/S Pere Pere
P/S
67%
33%
Schools
Boys Girls
54%
46%
Gender
3/1/2016
8
Children'sconceptionsofpeaceandconflict

9. FINDINGS
CONCEPTUALISATION
OF PEACE
PEACE BUILDING
HINDERENCES
•Fighting
•Disobeying
•selfishness
PEACE AS HAVING BASIC
NEEDS MET
•Safety and health
inclusive
FEELINGS ASSOCIATED
WITH PEACE WITHIN
RELATIONSHIPS
•Happiness
•Love
•respect
CONSEQUENCES
•Arrest
•Death
•Injuries and sickness
•stress
ACTIONS OF PEACE
•Sharing
•Obeying
•Communicating
PEACE MEDIATION
•Intervations; parents, friends, school,
•Forgiveness
•Faith-based measures
•Professional mediation
•Super power
3/1/2016
9
Children'sconceptionsofpeaceandconflict

10. CONCLUSION
 Children’s talk revealed an assumption
that peace is a social construct.
 Peace was described in its negative
terms.
3/1/2016
10
Children'sconceptionsofpeaceandconflict

11. ACKNOWLEDGEMENTS
 Members of the Research Team
 Colleagues from Indiana University, (USA)
 Psychology Department Staff, Kyu
 Top management staff, Kyu (Kampala,Ug)
 Mirembe Primary School Staff (Kampala,Ug)
 Pere pere primary school staff(Gulu, Ug)
 The Children-Respondents
THANK YOU FOR LISTENING
3/1/2016
11
Children'sconceptionsofpeaceandconflict